Jeremy Spake is a Principal on the Thought Leadership & Advisory Services team at Cornerstone OnDemand, a leading global SaaS-based talent management solution provider. In this capacity, he works to develop continuous performance management, data-driven compensation, and succession strategies to advise organizations on how to drive people theory into practice. Central to this work is providing guidance to embed talent management strategy with Diversity, Equity, Inclusion & Belonging (DEIB) initiatives for clients. Spake has led pay equity initiatives, Employee Resource Groups, advocated for inclusive benefits offerings and regularly leads talent management strategy workshops for Cornerstone’s clients around the world. He lives in Seattle with his husband David and cat Oliver.
CLICK links to Resources discussed by Jeremy Spake:
As the debate rages on the extent of equity and social justice for all, two perspectives are emerging. On the one hand, the traditional school of thought represents people who believe that things are going well and that the system operates well based on their conception of equity and social justice for all. These traditionalists assert that our system is fair and that it works as it is supposed to do. They further claim that the system’s operation aligns with the founding fathers’ statements in the 1776 Declaration of Independence. “We hold these truths to be self-evident, that all men are created equal, that their Creator endows them with certain unalienable Rights, that among these are Life, Liberty and the pursuit of Happiness.”
The National Association for Gifted Children (2020a) defines gifted children as those “who demonstrate outstanding levels of aptitude…or competence…in one or more domains.” Gifted programs exist to provide enrichment to the core curriculum and support these children in reaching their potential. Unfortunately, racial and ethnic minority students are regularly underrepresented in these programs, with the largest disparity being black students. It is both immoral and illegal not to educate a child on the low end of the special education spectrum. Why, then, do we not have the same moral imperative to help all intellectually gifted students reach their potential?
When I originally envisioned the cover design of my new book, VisuaLeadership: Leveraging the Power of Visual Thinking in Leadership and in Life, the image of the eye on the front cover was going to be blue. Not because I have blue eyes (mine are hazel) but, simply, because blue is my favorite color. And because it would align with the name and the brand of my leadership consulting company, BigBlueGumball.
However, just before officially committing to the blue eye, in the spirit of thinking outside the box I came up with the idea of, instead, using a rainbow-colored eye. This multicolored eye, I felt, better represented the concepts of diversity, inclusion, and belonging, as well as more colorfully foreshadowing the book’s emphasis on innovation and creativity.
Faculty and Leadership Positions, COVID-19, and Structural Disparities
Where Are the Allies?
The structural disparities linger within higher education and are influenced by long-standing patriarchal practices and ideologies. These inequalities can lead to a lack of diversity and inclusion of single-parent households and women. The problem has become salient given the current pandemic of COVID-19., which disproportionately affects women and single-parent households. Inflexible thinking and leadership practices in higher education have led to barriers to full inclusion of women in higher education positions that are exacerbated when women must choose between their career and their families. Current higher education leadership practices often disallow or acknowledge the right of women to exist in this space. Institutions are reluctant, and indeed refusing, to allow accommodations for staff, faculty, and students (allowing work from home, reducing attendance requirements, required on-campus hours). Administrations that are rife with patriarchal ideologies, with little or no understanding of the consequences of these archaic policies, seem to continue with business as usual.
The American Diversity Report (ADR), an award-winning digital multimedia platform, offered a virtual Town Hall featuring a distinguished panel of experts to discuss the future of diversity, equity and inclusion (DEI) in education and employment amid COVID-19. We thank the many donors who made this event and ADR’s next year possible. CLICK to see List of ADR DONORS
“For 15 years, ADR’s dozens of writers from around the U.S. and the world have provided Inspiration, Instruction, and Innovation expertise. We recognize that COVID-19 requires an innovative approach to Diversity, Equity Inclusion,” said Deborah Levine, ADR’s Editor-in-Chief and award-winning author of 15 books.
Education, particularly higher education, has become ground zero for the clash of inclusive diversity and robust speech.Many administrators and professors proclaim their support of both.So do I.Yes, they can co-exist.But there will be clashes, inevitably.Which means decisions, tough decisions, will have to be made.
In the wake of the Memorial Day police killing of George Floyd, those decisions became more complex and more contentious.College leaders throughout the country proclaimed their horror about that Minneapolis event and vowed that their campuses would not only continue to support diversity, equity, and inclusion, but would also assert leadership in anti-racism.
Such anti-racist proclamations are needed.But what does that mean when it comes to action?What should college leaders do if members of their campus communities use their robust speech to express anti-equity ideas, particularly ones that are deemed to be racist?